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Aston University MEG scanning facilities used by start-up to launch new brain health service

Apr 14, 2022

3 min



MEG scanning services at Aston Institute of Health and Neurodevelopment (IHN) have been used to launch the world’s first brain-imaging service to measure and assess brain health.


Commercial brain imaging service Myndspan launched a service to assess brain health and identify concussions, with an event at Aston University.


Start-up, MYndspan, was founded in 2020 by Caitlin Baltzer, former vice president of operations at functional brain imaging company Croton Healthcare and Janne Huhtala, previously chief executive of MEGIN, the global leader in functional brain imaging.


The service was created to support brain health across populations, using cutting edge brain scanning technology to monitor and extend healthy cognitive lifespans.


The brain imaging service is powered by a non-invasive brain scanning technology called Magnetoencephalography (MEG), which measures the electrical signals between neurons to form a highly detailed map of brain activity and function.


The MEG scanner, which is located in the Aston Institute of Health and Neurodevelopment, at Aston University, identifies and observes functional ‘invisible injuries’ to the brain, such as concussion or PTSD, that can’t be seen from an MRI image of the brain.


MYndspan’s service combines MEG scans with gamified tests of cognitive function, which measure a range of mental processes such as attention, memory, and visuospatial processing. Using these two measures of brain health, cognitive function and brain function, MYndspan provides a comprehensive overview, detailed in a thorough, easy-to-understand report of how a person’s brain is behaving and why.


Among the service’s first customers are neuroscientist and author Dr Dean Burnett who is using MYndspan to monitor the effect increasing physical activity has on his brain over time and Vicky Macqueen former England Rugby player and chief executive of Didi Rugby, who is using the service to measure her pre-concussion baseline for playing contact sports safely.


Through routine monitoring of personal brain activity, MYndspan helps people assess and understand their brain health. This helps to identify issues before symptoms emerge and supports optimal lifestyle and clinical intervention.


Its first application is concussion, where the technology can support the recovery of an estimated 3.8 million athletes who experience sports-related concussion annually.


Janne Huhtala, MYndspan co-founder said: “MYndspan’s technology can identify concussed brain activity and objectively identify and monitor recovery from a concussion. Currently, individuals are deciding to go back to play based on how they feel – a decision that can have life changing consequences.


“We think athletes deserve to have objective information about where they are in their recovery, to make the best and most informed decisions.”


MYndspan’s service will be available to the general public at Aston University’s Institute of Health and Neurodevelopment (IHN), an international leader in advanced technology to explore brains, development and healthy behaviours.


IHN at Aston University is the first of many planned locations around the world where individuals will be able to access the service.


MYndspan co-founder Caitlin Baltzer added: “The brain is hugely complex and exciting, and whilst there is a vast body of research and knowledge already available, there is still so much for us to learn about how it functions and changes over time.


“In a world where we can track and optimise every part of our health, and our lives, the brain remains neglected. At MYndspan, we believe that every person has the right to better brain health and this begins with knowing our brains.


“We are very excited to launch our brain scanning technology at Aston University as a demonstration for how digital health tools can support brain health and ultimately help more people recover and age better.”


Dr Dean Burnett, neuroscientist and author, including of the Guardian blog ‘Brain Flapping’, said: “I'm a big proponent of anything that helps people understand their brains better, and MYndspan's new high-tech but easily accessible approach looks to be extremely useful in that regard.”

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(2016) found, “Gamification creates the right conditions for student motivation, reduces stress, and promotes the adoption of learning material—shaping new habits and behaviours.” This has led to what Wiggins (2016), calls the “repackaging of traditional instructional strategies”. In Aston Business Sschool we have long embraced this approach as a way of increasing student outcomes and stimulating more student engagement in their learning. Our Centre for Gamification in Education (A-GamE), launched in 2018, is dedicated to advancing innovative teaching methods. We run regular seminars with internal and external speakers showcasing gamification adoption, design and research and we use these techniques across the ABS in a wide range of disciplines. (We have included two examples of this work in our list of references.) Furthermore, in 2021 we published a book which outlines the diverse ways in which we use these methods (Elliott et al. 2021). Subsequently, during 2024 we redesigned all our postgraduate portfolio of degrees, and as part of this initiative games and simulations were embedded across all programmes. Why Gamification Works Through simulations like BISSIM, students step into executive roles, steering futuristic companies through the twists and turns of a dynamic marketplace. A flagship programme running since 1981, BISSIM was developed in collaboration between academics from ABS and Warwick Business School, and every decision on R&D, marketing, or HR has real consequences as teams battle each other for the top spot. After each year of trading the results are input into the computer model. The results are then generated for each company in the form of financial reports, KPIs and other non-financial results and messages. Each team’s results are affected by their own decisions and the competitive actions of the other teams, as well as the market that they all influence. This year one of our academics, Matt Davies, has been awarded an Innovation Fellowship further to commercialise the game. Competitions with Global Impact We also encourage students to take part in national and international competitions which have the same effect of developing their engagement with real-life business problems on a global scale. Beyond the classroom, Aston students represent the university in major competitions like the University Business Challenge (in which ABS had the highest number of UK teams this year) and the Accounting for Sustainability (A4S) Case Competition, for which we are an “anchor business school”. Here, theory gets stress-tested against real-world scenarios and top talent from around the globe. The result? Award-winning teams, global experience, and friendships built under pressure. At the heart of this approach is Aston’s Centre for Gamification (A-GamE), dedicated to making learning interactive, motivating, and fun. Regular seminars, fresh research, and close ties to industry keep the curriculum evolving and relevant, so students graduate ready to lead, adapt, and thrive in any business environment. Why does it matter? In a volatile, fast-paced economy, employers appreciate agility, teamwork and decisiveness. At Aston, every simulation and competition is geared towards sharpening these skills. Graduates emerge not only knowledgeable, but prepared for the job market. Engagement Our students have been embracing these opportunities. Six MBA/Msc teams developed their A4S videos, hoping to reach the final in Canada early in 2025, and three teams out of nine reached the national UBC finals. Additionally, the BISSEM simulation has just finished inspiring another group of MBA students (particularly as the prize for the winning team was tickets to a game at our local Aston Villa premiership football (soccer) club, currently riding high in the league!). Typical feedback from non-Finance specialists is that they suddenly surprised themselves during their participation in the simulation and were reconsidering the options of taking a career in Finance. It seems that our original purposes have been met – increased confidence, passion, deep learning and engagement have been achieved. To interivew Professor Higson, contact Nicola Jones, Press and Communications Manager, on (+44) 7825 342091 or email: n.jones6@aston.ac.uk Elliott, C., Guest, J. and Vettraino, E. (editors) (2021), Games, Simulations and Playful Learning in Business Education, Edward Elgar. Kirillov, A. V., Vinichenko, M. V., Melnichuk, A. V., Melnichuk, Y. A., and Vinogradova, M. V. (2016), ‘Improvement in the Learning Environment through Gamification of the Educational Process’, International Electronic Journal of Mathematics Education, 11(7), pp. 2071-2085. Olczak, M, Guest, J. and Riegler, R. (2022), ‘The Use of Robotic Players in Online Games’, in Conference Proceedings, Chartered Association of Business Schools, LTSE Conference, Belfast, 24 May 2022, p. 79-81. Wiggins, B. E. (2016), ‘An Overview and Study on the Use of Games, Simulations, and Gamification in Higher Education’, International Journal of Game-Based Learning (IJGBL), 6(1), 18-29. https://doi.org/10.4018/IJGBL.2016010102

2 min

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3 min

New autism and disability training at Aston University aims to close gaps in healthcare

Aston University is leading a national shift in healthcare education with the rollout of Tier 1 of the Oliver McGowan Mandatory Training (OMMT) — a pioneering initiative developed by NHS England to improve support for individuals with autism and learning disabilities. Oliver McGowan was an 18-year-old with autism and learning disabilities who died in 2016 after a bad reaction to medication for epileptic seizures, which both he and his parents had requested should not be given after a previous bad reaction. Oliver's death was ruled 'avoidable' and revealed serious gaps in training for medical professionals caring for those with autism and learning difficulties. Oliver's mother Paula set up a foundation to campaign for appropriate training, and in 2022, an UK act of parliament mandated learning disability and autism training for all healthcare staff registered with the Care Quality Commission (CQC). This is now being introduced. The evaluation of the project at Aston University is being led by Dr Amreen Bashir, senior lecturer in biomedical science, in close collaboration with Dr Mary Drozd, senior teaching fellow in nursing and Dr Jayne Murphy, associate professorial teaching fellow in nursing. Aston is one of the first universities in the UK to implement this training across undergraduate healthcare programmes, including Nursing, Biomedical Science, Pharmacy, Optometry, and Physician Associate Studies. “Our students not only gained new knowledge, but they were vocal about the importance of this training staying in the curriculum permanently,” said Dr. Bashir. Student feedback highlights the transformative impact of the training: “I will use the training to ensure the patient care I provide is accommodating to people with special needs and will offer reasonable adjustments when needed. I understand autism and learning difficulties are not like other disabilities which are commonly physically noticed and that they may me hidden.” “The most useful aspect of the Oliver McGowan training is its focus on real-life experiences shared by individuals with autism and learning disabilities. These personal insights help to contextualise the challenges they face, making the training relatable and impactful.” “It opened my eyes as to how even within people who are practising and have already been working in clinical settings lack the understanding on how to care and approach those with autism and/or learning disabilities. It shouldn’t have got to a stage where what happened with Oliver happened and I am glad I have had this training so that I know what I can do as a healthcare professional in these situations. My previous job as a support worker also helped as I worked with service users who had autism and learning disabilities as well as physical disabilities and so this training assisted the knowledge I had already gained.” Measuring the impact A total of 176 students completed the pre-intervention survey and 94 students completed the survey post-OMMT. Participants were drawn from Nursing, Biomedical Science, Physician Associate Practice, Optometry, and Pharmacy at Aston University. How the training works Tier 1 of the OMMT consists of two parts: a 90-minute e-learning session completed independently, followed by a one-hour live interactive webinar co-facilitated by trained professionals and experts by experience. This format allows for reflective discussion and a deeper understanding of autism and learning disabilities through real-world perspectives. Post-training surveys measured changes in knowledge, attitudes, and perceptions. Early results Students showed significantly improved understanding of autism and learning disabilities, as well as greater sensitivity toward tailoring communication to individual needs. The training also identified critical areas for further attention, such as the role of ethnicity in healthcare access and the impact of silent conditions like constipation, which can go undetected and lead to preventable harm. The findings will be presented at the upcoming 'Horizons in STEM' higher education conference, which is being hosted at Aston University, with a manuscript currently in preparation for peer-reviewed publication. By embedding OMMT into its core curricula, Aston University is setting a benchmark for inclusive healthcare education across the UK. To follow this research or explore collaboration on the OMMT initiative, contact: Dr Amreen Bashir – a.bashir6@aston.ac.uk Dr Mary Drozd – m.drozd@aston.ac.uk Dr Jayne Murphy – j.murphy5@aston.ac.uk

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